Primary schools are still getting the sums wrong when it
comes to children's play. How so? A key issue is that Playtimes are often subject to too many
restrictions, cuts and compromises, typically judged as little more than
‘cooling off’ periods between lessons. This equates to sending children the
message that their playtime is neither valued or valuable. Yet numerous studies
(and common sense) show that outdoor play is an essential part of productive,
positive learning. But as long as the message sent by schools is that playtime
still lacks value, the more a slippery slope builds. The restricted nature of
playtime leads children to feel frustrated, even misbehaving. This misbehaviour
becomes falsely associated with playtime, and so the negativity continues. What
clearly needs to be re-evaluated is the value placed on play in primary
schools. Already at the forefront of helping
with this is OPAL (Outdoor Play and Learning), a programme which seeks
to work with schools to show that
investment in play can lead to greater positivity, reduced misbehaviour and
does not have to be expensive.
The value of outdoor play is getting more attention in
mainstream media (like my last article), and this is good, but the reaction of
schools can be the opposite – acting as quickly as they can by impulsively
choosing play equipment they assume ‘looks good’. Equipment can facilitate, but it does not create
good play. Plus, this equipment is often expensive, seemingly bought under the
assumption that a greater cost will bring bigger value to children. To assume
this is to misjudge the free, exploratory nature of play itself. Another sad thing is that many companies
appear to be capitalising on unsuspecting schools, selling equipment which has
very limited play value and only very short term benefits – at big prices. It
looks valuable, but does not bring value : and this needs to be addressed. This
is where programmes such as OPAL come in. OPAL supports a much more carefully
considered approach to schools investment in play by helping them avoid
spending money on expensive capital items which have very little long term play
value. It reinforces positivity. Plus it
“Children play with difference of any sort, so even a hole
in the ground will provide play value. Schools should be able to make much
better informed judgements about why they are spending so much when their money
could provide much greater value if spent differently.”
Properly selected play equipment can bring out the best play
opportunities for children, can help with behaviour problems and is not
necessarily expensive. Schools need to
stop looking to high prices and fancy appearances for reassurance.
Stop being tricked by Trim Trails
A particular issue lies in outdoor play equipment which
‘looks fun’ for the first few days; but beyond the illusion of its ‘bright’
appearance it is often bland and lacks actual sustained benefits. The most guilty culprit is the ‘Trim Trail’.
These trails are typically low-level wooden or metal obstacle courses, like
those you usually see in a public playground. This type of equipment expects
children to complete a ‘circuit’ of obstacles, moving on from one piece to the
next piece in line like items that move steadily along a conveyor belt. Inevitably,
children don’t opt for this approach – and instead use the trail at various
points when they feel like it – often blocking it or interrupting it for
others. The second problem is the Trim
Trail is designed to be physically challenging play equipment, yet actually
comes with very little risk or challenge. In order to assure complete safety
the physical challenge has been minimised meaning that children master it
within days, hours or often minutes!
This raises the key issue: surely play
should be constructive, rather than reductive: not reducing a child’s task to
going round in minimally challenging circles? The beauty of good play is that
it can lift children out of the pressure of routines and offers freedom of
expression and self-direction.
It’s an interesting thought then that the play equipment
assumed to be ‘fun’ by schools could be actually limiting to children. Why?
Because the play offer is both limited and fixed, there is no opportunity to
alter, change or be creative or imaginative. It could even be the case that
children are coming home feeling frustrated because their play equipment, and
the way adults manage it, has again been
a source of obstruction rather than construction.
Because school play equipment like this is often present in
school playgrounds but not serving the needs of children, this can lead
teachers and parents alike to draw the unhelpful assumption that outdoor play
is disruptive. Surely if outdoor play was a benefit to children then they would
be enjoying such equipment to its full extent? There is an importance here,
however, of looking beyond the Trim Trail
and at the detail. Outdoor play is well documented as being is highly
advantageous to children of all ages. This is supported by the national organisation Learning Outside
the Class Room (LOtC) which argues that
‘Children need an outdoor environment that can provide them with space, both upwards and outwards, and places to explore, experiment, discover, be active and healthy, and to develop their physical capabilities’ – with play a part of this. Now consider
equipment like the Trim Trail. With its typically very low level structures
and set circular course, it is hardly a structure which supports development
‘upwards and outwards’.
Skeletons in the playground
Action research by OPAL shows that when trim Trim Trail
equipment is introduced to schools, there is an initial flurry of children
using it (after all, children will be excited to play on anything new) but
after the first six weeks, usage falls to levels as low as 5-10% of playtime
involving the equipment, used only by 5-8% of the school population. This
suggests such equipment is not bringing big benefits to children and
under-usage again causes unhelpful assumptions to be drawn – teachers and
parents conclude that play equipment is not a worthwhile investment.
OPAL however is working to highlight that investment in play can be worthwhile and
manageable. It does not equate expense with success. Instead it works with schools to adopt a
clear set of principles and policies so
all involved can understand how good play is resourced, staffed and evaluated.
Schools create their own unique improvement plans and with OPAL offering
ongoing support over the 12-24 month period it takes for a primary school to
completely change its culture and behaviour, transforming playtimes into a
highly beneficial part of the school day.
Already running programmes in over 120 primaries across the country, it
is well endorsed by headteachers and in October 2015 was cited four times asgood innovative practice in the All Party Parliamentary Report called 'PLAY'.
Rather than dwelling over play practice of the past, OPAL
provides a bright promise for the future. And this does not involve enormous
expenses and investments in technology as some might assume. Instead OPAL
promotes changes which support children's natural playfulness. For example, in
Slimbridge School, where an OPAL programme has been running, children have been
offered a range of activities including role playing games, climbing in the
bushes, digging and den building, an outdoor office space and even a ‘Messy
Kitchen’. The range of scenarios this play provides is sure to put a smile on
anyone’s face; so imagine the impact on the children themselves! Rather than
the expense of one big item like a Trim Trail, OPAL’s resources prove that play
opportunities can be provided inexpensively across a number of areas.
OPAL aims not just to change the equipment available for
play, but attitudes too. For more information you can visit their website:
outdoorplayandlearning.org.uk . They re-inforce the vital value of freedom in
play which goes far beyond monetary value or a piece of equipment. Play, when
well-supported, upholds that it is children themselves who are truly valuable.
No comments:
Post a Comment